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Presentation
to 4th year medical students at Salman University Kharj by Professor
Omar Hasan Kasule on 21 May 2013
1.0 PRINCIPLES OF GROUP WORK
A group is several
interdependent and interacting persons. Work is enjoined in groups that are
united, cooperative, open and trusting. Group members must be similar,
empathetic, supportive, and sharing. Separation from group is condemned. Group
norms must be respected. Breaking norms, secretive behavior, concealment of information,
and secret talks destroy groups. Group membership has benefits of integration,
stimulation, motivation, innovation, emotional support, and endurance. Group
performance is superior to individual performance. Group membership has the
disadvantages of arrogance, suppression of individual initiative, member
mismatch, and intra-group conflict. Group formation has 4 stages: forming
(acquaintance and learning to accept one another), storming (emotions and
tensions), initial integration (start of normal functioning), total integration
(full functioning), and dissolution. Mature groups have group identity,
optimized feedback, decision-making procedures, cohesion, flexibility of
organization, resource utilization, communication, clear accepted goals, interdependence,
participation, and acceptance of minority views. Groups fail when constituted
on the wrong basis, when members cannot communicate, when there is no
commonality (interests, attitudes, and goals), and when they have diseases of hasad, nifaq, namiimah, gaybah, kadhb,
riyah, kibriyah, hubb al riyasa, tajassus, and dhun al soo. An effective
group follows the Qur'an and sunnat, members feel secure and not suppressed,
members understand and practice sincere group dynamics, members are competent
and are committed to the group and the leadership.
2.0 ETIQUETTE of TEACHING & LEARNING in
THE HEALTH CARE TEAM
The hospital health care team is complex
and multi-disciplinary with complementary and inter-dependent roles. Members
have dual functions of teaching and delivering health care. Most teaching is
passive learning of attitudes, skills, and facts by observation. Teachers must
be humble. They must make the learning process easy and interesting. Their
actions, attitudes, and words can be emulated. They should have appropriate
emotional expression, encourage student questions, repeat to ensure
understanding, and not hide knowledge. The student should respect the teacher
for the knowledge they have. They should listen quietly and respectfully, teach
one another, ask questions to clarify, and take notes for understanding and
retention. They should stay around in the hospital and with their teachers all
the time to maximize learning.
3.0 ETIQUETTE of CARE DELIVERY in THE
HEALTH CARE TEAM
Each member of the team carries
personal responsibility with leaders carrying more responsibility. Leaders must
be obeyed except in illegal acts, corruption, or oppression. Rafidah was good
model of etiquette. She a kind, empathetic, a capable leader and organizer,
clinically competent, and a trainer of others. Besides clinical activities, she
was public health nurse and a social worker assisting all in need. The human
touch is unfortunately being forgotten in modern medicine as the balance is
increasingly tilted in favor of technology.
4.0 THE HEALTH
CARE TEAM: GENERAL GROUP DYNAMICS
Basic duties of
brotherhood and best of manners must be observed. Encouraged are positive behaviors (mutual love, empathethy, caring
for one another; leniency, generosity, patience, modesty, a cheerful
disposition, calling others by by their favorite names, recognizing the rights
of the older members, and self control in anger. Discouraged are negative
attributes (harshness in speech, rumor mongering, excessive praise, mutual
jealousy, turning away from other for more than 3 days, and spying on the
privacy of others).
5.0 THE HEALTH CARE TEAM: SPECIAL GROUP
DYNAMICS
Gender-specific
identity should be maintained in dress, walking, and speaking. Free mixing of
the genders is forbidden but professional contact within the limits of
necessity is allowed. Patients of the opposite are examined in the presence of
a chaperone. The gaze should be lowered. Modest and covering must be observed.
Display of adornments that enhance natural beauty must be minimized.